Group items tagged

Teaching and Learning using concept mapping

This is up my alley. Thanks

Good introduction but doesn't cover what I need explained - "how to pick the text / terms / action words" on the diagrams". Doesn't say why it's different from mindmap.

I like # 12

I saved this one for RRS! thanks

Great learning strategies, thanks

1000 things I knew but forgot is my bi line sometimes. A lot of it does have to do with memory retention. But is memory only cerebral??? W do have body memory , emotional memory and spiritual memory. When we truly learn something it becomes integrated on these levels as well. So yes the only thing that matters IS the present moment, that is how we experience life and learning and that is how we absorb-by our senses not being shut down.

Requires login to Social Learning Centre

Insight: While one can be present in a traditional classroom by sitting there, online courses require some kind of action that involves thinking.

Hi Brainy. Good post on lurking. I "lurk" when I listen to radio, download podcasts, watch TV, and read the newspaper. Works for me. A live session where "presence" and group dynamics is central to the activity is a bit different (if the name of everyone "in the room" is displayed, lurkers are visible to others, even if they say nothing). In live MOOC sessions, most people lurk most of the time. That doesn't mean they are not engaged, they may simply feel that sitting at the back of the room suits them better. Mark McGuire

Hello Brainy Smurf, Guess I've been lurking in #cck12, but I don't see it as much different from face-to-face classrom behaviour. Not everyone comments no matter what the forum--eliciting participation is part of the "dark art" of facilitation, no?

Hi, Sandra, thanks for weighing in. I agree that lurking online is essentially the same as a classroom, it just might not be as obvious since the online facilitator (if there is one) can't see body language or eye contact. The more I play around in moocs (currently in my 3rd, 4th and 5th at the moment), the more the idea of eliciting participation (or 'engaging' participants) is starting to make me cringe. I'm becoming more confident that learning doesn't need to invite engagement as explicitly as we think it does. Participants will decide how much/little to interact for a million different reasons on any given day (e.g., fatigue, boredom, illness, distraction, reflection, synthesizing, doodling) and I think we should let them own those choices.

blogs "towards the end of a learning cycle" ?

This seems to be an intersting text to learn more about teachers´ perception of Twitter.

Flipped classroom

Great concept. His idea that publishing is a higher order thinking skill even than creating and that if students are publishing products and ideas, this will demand great rigour and learning makes a great deal of sense. Highly informative and short and sweet learning video.

What a great term: social loafing. I've never heard it before, but upon reading this article, realised I've experienced it often enough. Thanks.

It's the first time i've heard of this term also. Very different from the term lurking. A little lengthy but worth the skim over.

Kaine Very interesting article. I think it exists. I have perceived social loafing, definitely in my past online courses or at work.But I am not sure if that is true or not. What if I was also perceived as social loafer at the same time by others? Who is right then? Thanks for sharing it. I read and also bookmarked it. Ilona